Teaching Lab Lafayette Parish, LA Report

2020-2021 Report

Background

In SY20-21, Teaching Lab administered online diagnostic and follow-up surveys of educators participating in Teaching Lab’s professional learning in order to measure growth and improvement in three different areas: 1) Educator Mindsets and Beliefs, 2) School Environment, and 3) Content and Pedagogical Content Knowledge. There were 40 educators who completed the diagnostic survey, 14 educators who completed the follow-up survey, and 5 educators who completed both.

Summary of Results

Methodology and Presentation of Results

We have provided two types of results for each section: The results in the first three columns of the table refer to the overall group averages. We provide the group average for the diagnostic and follow-up surveys as well as the percentage point change (increase or decrease) over this time. It is important to note that the group that completed the diagnostic survey and the group that completed the follow-up survey are different in size. The results in the fourth column reflect the percentage of educators who improved their responses or sustained the highest level response from the diagnostic to follow-up survey. This group of educators is the same for both surveys and is smaller in size.

Section 1: Mindsets and Beliefs

Educators were asked a series of questions about their mindsets toward instruction and students on a 5-point Likert scale from 1- Strongly disagree to 5- Strongly agree. The questions focused on four core constructs surrounding mindsets and beliefs, specifically the recognition of race and culture, growth mindsets, high expectations, and taking accountability for equitable instruction.


1
Methodological note: Mindsets and Beliefs questions were scored in the following way: for positively coded items, “1” and “2” were worth 0 points, “3” was worth 1 point, and “4” and “5” were worth 2 points. This was reversed for negatively coded items where “4” and “5” were 0 points, “3” was 1 point, and “1” and “2” were 2 points. Educators were considered to have improved if their score on the follow-up survey was higher than that of the diagnostic survey. (e.g., they responded “4” on the diagnostic and “5” in the follow-up for positively coded items, they responded “4” on the diagnostic and “3” in the follow-up for negatively coded items). Educators who responded with the highest-level responses (“4” and “5” or “1” and “2”, depending on the item) on both the diagnostic and follow-up surveys were considered to have sustained equitable mindsets, growth mindsets, high expectations, and/or accountability for equitable instruction.

     

Educators’ Averages Scores on Equitable Mindsets and Beliefs, by Survey Administration
Average Scores on Equitable Mindsets & Beliefs
% of Educators that Improved or Sustained High Scores
Diagnostic Survey
Follow-up Survey
Percentage Point Change
Overall score 71% 86% 16 89%
Recognition of race & culture 40% 47% 7 50%
Holding growth mindsets 55% 90% 35 95%
Having high expectations and beliefs 99% 100% 2 100%
Taking accountability for equitable instruction 93% 99% 6 100%
n = 40 n = 14 n = 5

The plot illustrates educators’ average scores from the diagnostic and follow-up surveys, which corresponds to the information in the first three columns of the table. Orange represents the diagnostic scores, and blue represents the follow-up scores. The arrows represent the directionality, showing an increase or decrease in the average scores.

Section 2: School Environment

Educators were asked about their school environment, including culture and climate on a 5-point Likert scale from 1- Strongly disagree to 5- Strongly agree. Specifically, educators were asked about trust and connectedness to other educators, their role in shaping their own professional learning, and confidence in implementing the curriculum in a way that maximizes positive impact for student learning.


2
Methodological note: Educators were considered to have positive perceptions if they responded “4” or “5” on the scale. They were considered to have improved on an item if their response on the follow-up survey was at least one response higher than the diagnostic response (e.g., they responded “3” on the diagnostic and “4” on the follow-up). Educators who responded with the highest-level responses (“4” or “5”) on both the diagnostic and follow-up surveys were considered to have sustained positive perceptions.

     

Educators’ Perceptions of School Culture and Climate, by Survey Administration, by Survey Administration
% of Educators with Positive Perceptions of School Culture and Climate
% of Educators that Improved or Sustained Positive Perceptions
Diagnostic Survey
Follow-up Survey
Percentage Point Change
Overall score 65% 78% 12 80%
Trust in fellow teachers 83% 70% -13 80%
Connectedness to fellow teachers 75% 80% 5 100%
Have influence over professional learning 31% 70% 39 60%
I am confident that I am implementing the curriculum in a way that maximizes positive impact for student learning 72% 90% 18 80%
n = 36 n = 10 n = 5

The plot illustrates the shifts in educators’ reported culture and climate, which corresponds to the information in the first three columns of the table. Orange represents the percentage of educators with positive perceptions in the diagnostic survey, and blue represents the percentage in the follow-up survey. The arrows represent the directionality, showing an increase or decrease in the percent of educators who agreed or strongly agreed with the items.

Section 3: Content and Pedagogical Content Knowledge

Educators were asked a series of questions about their knowledge of instructional shifts and evidence-based instructional practices in their content area.

Section 3a: ELA Content and Pedagogical Content Knowledge

In ELA, the questions focused on seven core constructs, as shown in the table.

Educators’ Average Scores on ELA Content and Pedagogical Content Knowledge, by Survey Administration
Average Scores of Educators with ELA Content & Pedagogical Content Knowledge
% of Educators that Improved or Sustained High Scores
Diagnostic Survey
Follow-up Survey
Percentage Point Change
Overall score 60% 80% 20 83%
ELA instructional shifts 55% 91% 37 96%
Fluency 55% 67% 12 68%
Text complexity 62% 90% 28 92%
Close reading 65% 73% 8 80%
Building knowledge 48% 90% 42 80%
Supporting students with unfinished learning 68% 77% 9 80%
n = 39 n = 14 n = 5

The plot illustrates the shift in educators’ average scores for ELA content and pedagogical content knowledge, which corresponds to the information in the first three columns of the table. Orange represents the diagnostic scores, and blue represents the follow-up scores. The arrows represent the directionality, showing an increase or decrease of average scores.

Section 3b: Math Content and Pedagogical Content Knowledge

In Mathematics, the questions focused on four core constructs, as shown in the table.

The plot illustrates the shift in educators’ average scores for Math content and pedagogical content knowledge, which corresponds to the information in the first three columns of the table. Orange represents the diagnostic scores, and blue represents the follow-up scores. The arrows represent the directionality, showing an increase or decrease of average scores.

Section 4: Teacher Observations by Administrators

Coaches, leaders, and/or administrators were asked about the areas they focus on when observing teachers in general and also whether they observe differences in teaching practices between teachers who have participated in Teaching Lab professional learning and teachers who have not.

First, coaches, leaders, and/or administrators were asked whether they focus on the following areas when observing teachers: The lesson is focused on a high-quality text or task. The questions and tasks address the analytical thinking required by the grade-level standards. All students have opportunities to engage in the work of the lesson.

Observation Practices of Coaches, Leaders, and Administrators, by Survey Administration, by Survey Administration
% of Coaches, Leaders, and Administrators who Agreed or Strongly Agreed
% of Educators that Improved or Sustained
Diagnostic Survey
Follow-up Survey
Percentage Point Change
When observing teachers, I focus on… 83% 100% 17 NA
Whether the lesson is focused on a high-quality text or task 75% 100% 25 NA
Whether the questions and tasks address the analytical thinking required by the grade-level standards 75% 100% 25 NA
Whether all students have opportunities to engage in the work of the lesson 100% 100% 0 NA
n = 4 n = 4 n = 0

The plot illustrates the shifts in coaches, leaders, and/or administrators’ reported observation practices, which corresponds to the information in the first three columns of the table. Orange represents the percentage who always or almost always focus on these aspects in the diagnostic survey, and blue represents the percentage in the follow-up survey. The arrows represent the directionality, showing an increase or decrease in the percent of educators who always or almost always focus on these aspects.

Coaches, leaders, and/or administrators were also asked to compare teaching practices between Teaching Lab participants and non-Teaching Lab participants in the follow-up survey. They were asked about the same three areas above.

Differences in Teaching Practices between Teaching Lab Participants and Non-participants, as Reported by Coaches, Leaders, and Administrators
TL Teachers1 Non-TL Teachers1
The lesson is focused on a high-quality text or task 100% 75%
The questions and tasks address the analytical thinking required by the grade-level standards 50% 0%
All students have opportunities to engage in the work of the lesson 25% 25%

1 n = 4

The graph illustrates the differences in teaching practices between teachers who have participated in Teaching Lab professional learning and teachers who have not, as reported by the coaches, leaders, and/or administrators.

Section 5: Lab Leaders

Lab Leaders were asked about their engagement in different activities, such as leading professional learning, leading PLC meetings, coaching teachers, sharing information and resources, and improving their own instructional practices.

% of Lab Leaders who engaged in the activity1
Improved my own instructional practice 33%
Led PLC meetings for teachers 17%
Coached teachers 50%
Shared information or resources with teachers 50%

1 n = 6

The graph below illustrates the Lab Leaders participation in different activities.

Section 6: Student Work

Student work has been analyzed to see if there was a difference in outcomes following the implementation of professional learning. The following figures illustrate that difference.

Section 7: Participant Feedback

Looking at participant feedback from Lafayette Parish, LA we see good scores across the board:

Teaching Lab Performance on Participant Feedback Questions for Lafayette Parish, LA
How Likely Are You To Apply This Learning To Your Practice In The Next 4-6 Weeks? I felt a sense of community with the other participants in this course even though we were meeting virtually. This course helped me navigate remote and/or hybrid learning during COVID-19. % Who Say Activities Of Today's Session Were Well-Designed To Help Me Learn S/He Effectively Built A Community Of Learners
91% 92% 71% NA 94%

Finally, looking at the textual feedback from participants we also see a lot of positive feedback, even when people are giving tips for improvement

Comments on what Went Well
Quotes from "Overall, what went well in this professional learning?"

"They knew the content and were able to answer our questions"

"I learned more about the curriculum and feel more
comfortable"

"The material was given in a concise and effective way"

"Discussions about the core actions and calibrations"

"The collaboration between instructor and the other
participants."

"Breakout sessions and looking at 3rd grade curriculum"

"I felt comfortable taking risk to share my thoughts and
reactions to questions asked."

"I believe that the material given to us was well presented"

"The structure of the course was well thought out. I liked
how we viewed the assessments ourselves and then came
together to share our views."

"Being able hear and see(Jamboard) that what we see in the
elementary school is seen at the middle and high level. So,
that collaborative piece allows for an overall BIG picture
of sorts of where our attention as a whole needs to be
focused."

Comments on Improving Experience
Quotes from "What could have improved your experience?"

"Continue to implementing what was learned in the session"

"No complaints or suggestions - new to guidebooks so this was
great!"

"Having my entire team in on the training and all in one room
to better collaborate"

"A little more time in the breakout rooms or more time for
the PD"

"It not being on a Friday right before grades are due."

"It would have been useful to have access to the notecatcher
in advance."

"Better communication with Teaching Lab to LPSS to Teachers
ahead of time so that we could be prepared for this training
to get the most out of it."

"Preparing the links to drop into the chat ahead of time to
avoid dead air."

"knowing more about the actual curriculum we will be teaching
in a few weeks"

"I loved this so much more than the in-person teaching lab
trainings!"

Additional Comments
Quotes from "Do you have additional comments?"

"Having the main facilitator delivering the lessons and
the second managing everything else was a really solid
structure. Keep doing that."

"I truly believe this was the best Taching Lab course I have
been a part of."

"It was 3 facilitators: Meredith Starks would receive the
same rating as the other 2 facilitators. They did a great
job!"

"Stacy really knows her content and how to pull it apart. As
the facilitator or our breakout sessions, she made me look
at it in a very different way that will be so very helpful
this year."

"Loved the facilitators. they were professional and friendly"

"I wish the sessions would have been longer. Great
Presenters!"

"The material from the guidebook is overused. Please consider
utilizing other examples! This repetition can get tedious."


  1. Methodological Note 1↩︎

  2. Methodological Note 2↩︎

 

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